Alignment involves creating close correlation between the qualification profile, course objectives, academic objectives, teaching activities and forms of examination of the degree programme concerned. The aim is to increase the validity of the exams, and consequently of the student’s learning process and competence development.
Alignment in the academic regulations requires correlation between the following areas of concern:
The principle of alignment is central to the development of academic regulations internationally, nationally and at the Faculty of Arts. This is because students have managed to pass exams far too frequently in the past without taking part in the teaching, and without achieving a sound academic understanding.
Alignment helps to support the development of student competences in relation to the academic objectives and participation in the teaching, because the students tend to focus on the aspects of the course by which they will be assessed at the exam.
Alignment is not just a didactic advantage but also a mandatory legal requirement, as revealed by the following extracts from ministerial orders:
There must be close correlation between the qualification framework and the qualification profile:
There must be close correlation between the form of teaching and the form of examination:
There must be close correlation between the form of examination and the course objectives:
There must be close correlation between the academic objectives and the form of examination:
These extracts from ministerial orders reveal that there must be close correlation between the qualification framework, the degree programme’s qualification profile, and the content, working methods, academic objectives and form of examination of the courses involved. In other words, there must be alignment between all the components of the academic regulations.